Six undergraduate research projects were identified in a capstone spatial science course to demonstrate service-learning and reflection within a natural resource curriculum. Students met with state and national organizations and formulated plans for a Firewise certification program for a university; developed an historical trail encompassing cultural data into a spatial science database; assessed the geometric accuracy of the standard image bundle for DigitalGlobe's QuickBird multispectral imagery; developed a litter abatement program on a university campus; assessed the critical habitat of "Hibiscus dasycalyx," the Neches River rose mallow, as a candidate for threatened species listing; and, assessed the utility of estimating the height of baldcypress trees, "Taxodium distichum," from a distance using remotely sensed imagery. A Public Participation Geographic Information System (PPGIS) approach was used to incorporate service-learning into the course. Reflection was included as a critical component for students to evaluate their efforts during and at the conclusion of the projects. Results indicate that a combination of PPGIS and reflection produce a more inclusive spatial science product, heightens a student's experience, and produces a well-rounded society-ready spatial scientist.